Life History and Narrative
Amos J. ... Hatch, J. Amos Hatch, Richard Wisniewski
Psychology Press, 1995 - Education - 145 pages
This book collects in one volume a number of cutting-edge essays that represent the best work being done at present in the emerging field known as life history and narrative inquiry. Authors include scholars from a variety of disciplines and perspectives within the social sciences who are recognised as leaders in the development of this research genre. The audience for the book includes social science scholars and graduate students involved in qualitative research methodologies in general, and narrative and life history methods and ethics in particular. Topics addressed include: qualitative analyses of narrative data; criteria for evaluating narrative inquiry; linking emotion and reason through narrative voice; audience and politics of narrative; trust in education storytelling; narrative strategies for case reports; life history narratives and women's gender identity; and issues in life history and narrative inquiry. Together these essays lift the whole field to the next level of understanding and debate.
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Fidelity as a criterion for practicing and evaluating narrative inquiry
Audience and the politics of narrative
personal knowledge and the political
questions issues and exemplary works
Notes on Contributors
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academic accounts action active administrators American analysis approaches asked audience authority become character Chicago collaboration concepts concern construction context create criteria critical cultural described discourse elements emplotment ethnographic example experience expressed fidelity focus gender give happenings history and narrative human identified important individual interest interpretive interviews issues journalism kind knowledge language literary literature lives meaning methods narrative inquiry noted objects paradigmatic parents particular perspective plot political position possible postmodern practice present Press problem produce qualitative research questions reader reading reality reason refer relation relationship respondents rhetoric sense situation social story storytelling structures subjectivity suggests teachers teaching telling theory thought truth understanding University University Press voice women writing York